Sentence examples for condition of knowledge from inspiring English sources

Rather, it is a particular condition of knowledge: the absence of fact, understanding, insight or clarity about something.

The research assumption was the general condition of knowledge it would be profitable to explore and develop in order to understand and redirect a relationship that has been generally underestimated in our field, both theoretically and practically, in order to highlight specific implications for and responsibilities of urban planners.

After all, truth is the constitutive aim of all inquiry and a necessary condition of knowledge.

Hence, because justification is a necessary condition of knowledge, S lacks knowledge that the gun shoots straight in both cases.

If the fourth condition were a necessary condition of knowledge, she would not know that because if she were in such a scenario, she would be fooled into thinking that she wasn't.

A similar attitude is evident in Donald Davidson's (1983 , 1986 distinction between sensation and thought (the former is nothing more than a causal condition of knowledge, while the latter can furnish reasons and justifications, but cannot occur without language).

Reading "Asia as Method" 50 years after its production, we discover that the current crisis of our conditions of knowledge has not gone beyond Takeuchi's problematic.

This paper introduces a formal system Σ of subjective epistemic reasoning that encodes a method of reasoning with conditions of knowledge and belief.

This idea, that knowledge is identical with its object, is dimly reflected in the modern formula for expressing one of the necessary conditions of knowledge: A knows that p only if it is true that p. To assert that knowledge and its object must be identical raises a question: In what way is knowledge "in" a person?

Thus, the great challenge for AIM researchers is to exploit the astonishing capabilities of new technologies to disseminate their tools to benefit HCOs by assuring the conditions of knowledge management and organizational learning at the fullest extent possible.

It is in this conjuncture of crisis (as well as the momentum for change) that we need to continue the critical spirit of Takeuchi to transform our present conditions of knowledge, even with the assumption that it may well be a hopeless project.